My purpose in doing so is twofold. First, a close examination of one doctoral graduate's experience is a useful way to make visible and articulate some of the often conflicting positions taken within the field of doctoral education about what is and is not an appropriate outcome for a period of doctoral study. The PhD, as a kind of 'gold standard' for the highest award offered by the university, is replete with deeply held beliefs about what is necessary and sufficient as evidence of doctoral 'standard' (Lee, Brennan and Green, 2009). At the same time, however, it is changing and metamorphosing rapidly into a wide variety of different forms of output and different 'routes' to the attainment of a doctoral qualification (Park, 2007).

en_US

dc.publisher

Routledge

en_US

dc.relation.ispartof

Publishing Pedagogies for the Doctorate and Beyond

en_US

dc.title

When the article is the dissertation- Pedagogies for a PhD by publication

en_US

dc.type

Chapter

utslib.location

Oxon, United Kingdom

en_US

utslib.for

1302 Curriculum and Pedagogy

en_US

utslib.citation.edition

1

en_US

pubs.embargo.period

Not known

en_US

pubs.organisational-group

/University of Technology Sydney

pubs.organisational-group

/University of Technology Sydney/Faculty of Arts and Social Sciences

pubs.organisational-group

/University of Technology Sydney/Faculty of Arts and Social Sciences/Education Group

utslib.copyright.status

closed_access

pubs.consider-herdc

true

en_US

pubs.edition

1

en_US

pubs.notes

OK

en_US

pubs.place-of-publication

Oxon, United Kingdom

en_US

Abstract:

My purpose in doing so is twofold. First, a close examination of one doctoral graduate's experience is a useful way to make visible and articulate some of the often conflicting positions taken within the field of doctoral education about what is and is not an appropriate outcome for a period of doctoral study. The PhD, as a kind of 'gold standard' for the highest award offered by the university, is replete with deeply held beliefs about what is necessary and sufficient as evidence of doctoral 'standard' (Lee, Brennan and Green, 2009). At the same time, however, it is changing and metamorphosing rapidly into a wide variety of different forms of output and different 'routes' to the attainment of a doctoral qualification (Park, 2007).